Self-study before class ——————————————————————————————
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Introduction before class —— (Introduction before class —— Self-study introduction —— Exploring and dispelling doubts —— Evaluation of exercises in class) —— Strengthening after class.
Self-study before class can also be called lead-in before class, and its main purpose is to conduct self-study before class teaching. Self-study before class generally needs to be gradually developed in classroom self-study, and gradually deepened from lower grades to higher grades. Therefore, to prepare for this kind of preview, teachers should give necessary guidance, not only to accurately and clearly reveal the goal of self-study before class, but also to guide students to self-study, teach them the necessary self-study methods, and let students know the goal and requirements of self-study. In short, students should learn and basically master the knowledge and skills of preview. If self-study before class is really difficult or can't achieve the intended effect, we should also pay attention to adjusting the relationship between self-study before class and self-study in class to effectively improve the effectiveness of pre-introduction. Therefore, in the process of "self-study before class", teachers should take certain measures to constantly encourage and promote students to effectively complete the task of self-study.
After-class innovation can also be called after-class reinforcement, which mainly refers to the timely expansion, innovation and consolidation of the knowledge learned in class after class. Reviewing the past and learning the new is the basic requirement of scientific learning, and it is also the basic requirement of respecting students' life ontology and psychological understanding development level.
Although the teaching of learning-based education is a large classroom teaching mode, the core is still in the classroom. Therefore, the composition of its classroom teaching links will inevitably highlight the basic connotation and characteristics of learning education.
Lead-in before class: This is an auxiliary link. There is also general classroom teaching, which generally takes only a short time to complete.
Self-study feedback: that is, teachers guide students to learn by themselves and feed back the information of self-study. Self-study guidance is guidance first, then feedback. The two are closely related, complementary and indispensable. The reason why guidance is put in the first place and teachers' guidance is emphasized is that teachers are required not to let students feedback self-study information freely and casually, but to use teaching objectives to guide students' self-study information feedback, so as to find and generate classroom inquiry and solve doubts between teaching objectives and students' feedback self-study information.
Exploring and dispelling doubts: under the guidance of the teacher, independently explore and explain the learning doubts arising from the feedback link of self-study. In this link, in order to better guide students to explore and dispel doubts, teachers should pay attention to "double outburst" and "Sanming". The so-called "double outburst" means not only highlighting students' status as the subject of learning, but also highlighting students' subject of learning. The so-called "Sanming": First, clearly explore the content of the puzzle. The content of questioning and solving doubts should be something that students can't master after self-study, that is, the main tendency problems exposed in self-study. Try not to teach students what they have mastered by self-study. The second is to clearly explore the way to solve doubts. Pay attention to the organic combination of teachers and students, and teach students as much as possible. Students who can teach can't. Teachers mainly evaluate whether they are correct and help correct or supplement "wrong" or "incomplete" teachers. The third is to clearly explore the requirements for dispelling doubts. In order to meet the requirements of teaching objectives to the letter, we should not only talk about topics and answers, but also explore the laws, let students know why, and remind students to prevent possible problems in application, so as to build a bridge from theory to practice for students and avoid detours.
Classroom practice and evaluation: refers to classroom practice and evaluation. Teachers should ensure that the practice and evaluation time is about 25 minutes, not less than 20 minutes. At this point, President Cai Linsen of Yang Si Middle School emphasized "classroom training" in the mode of "learning before teaching", that is, "classroom training". In addition, we should also emphasize "classroom evaluation", that is, classroom evaluation, evaluation or correction. The so-called "classroom practice" is to let students enter the practice quickly, effectively and with time guarantee, and turn the knowledge they have just learned into ability; The content of the training focuses on applying the knowledge just learned to solve practical problems. Teachers don't give guidance and students don't ask questions, just like "live-fire drills". After the "in-class exercise", we immediately conducted the "in-class evaluation". Evaluation forms include evaluation, lecture evaluation or modification, which can be teacher evaluation or student mutual evaluation. If the exercise is done by students in the form of exercise books, students can also evaluate each other, or a teacher can evaluate one student in the group and then radiate it to other students in the student evaluation group. This kind of teaching will be especially beneficial for teachers to face all students, effectively control underachievers, effectively test the effect of classroom teaching, effectively reduce students' excessive homework burden, effectively strengthen the pertinence of homework and effectively improve the effect of homework.